Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia

Self-Directed Learning Activities Implemented by Undergraduate Dental Students in King Saud University, Saudi Arabia: A Cross-Sectional Study

Aim

This study aims to explore the self-directed learning activities implemented by dental students to support their education, and to assess the effect of gender and different academic level on student engagement with different self-directed learning activities.

Methods

A cross-sectional study was conducted on undergraduate dental students at King Saud University, Riyadh. All fourth- and fifth-year dental students, interns, and recent graduates were invited to participate in a 16-item self-administered questionnaire distributed through an online survey platform. Descriptive statistics were presented. Differences among different academic levels and between gender were tested using nonparametric tests. P < 0.05 was considered significant.

Results

The response rate was 71.5%. More than half of the participants (59.3%) reported actively engaging in self-directed learning activities, with the most common activities being learning from presentation slides (94%), utilizing YouTube and social media accounts (75.6%), and searching for information online (68.5%). Conversely, textbooks were the least frequently used resource for self-directed learning (14.9%). Significant differences in self-directed learning activities utilization were found between male, and female (P < 0.05), and between different academic levels (P < 0.05).

Conclusion

The study highlights willingness of undergraduate dental students to support their learning and the diverse self-directed learning activities employed. Learning from presentation slides, YouTube videos and looking for information on search engines were the most commonly implemented activities among students to support their learning, suggesting a shift towards digital learning modalities. These activities can be further encouraged in dental curriculum to enhance students learning experience.

Remote team-based learning during COVID-19: lower academic performance is associated with the exclusion of test grades from final grades

BACKGROUND

Magdalon et al. demonstrated that excluding iRAT grades from the final grade calculation of the course negatively impacted student performance and attendance in team-based learning sessions.

INTRODUCTION

The COVID-19 pandemic necessitated a shift from in-person to remote learning, including team-based learning activities. Many studies have explored several aspects of team-based learning; however, there is still a lack of knowledge regarding the factors affecting students' attitudes and performance.

OBJECTIVE

To evaluate the impact of the COVID-19 pandemic on medical students' performance in individual readiness assurance tests during team-based learning activities, given that their grades were excluded from the final course grades.

METHODS

We compared the number of team-based learning applications, student absences, and individual readiness assurance tests grades of medical undergraduate students in three different scenarios: Group 1, in-person individual readiness assurance tests before the pandemic; Group 2, remote individual readiness assurance tests during the lockdown period when their grades were excluded from the final grade calculation; and Group 3, in-person individual readiness assurance tests during the pandemic after lockdown restrictions eased.

RESULTS

Remote team-based learning led to significantly lower grades than in-person evaluations. Moreover, the number of students with failing or insufficient grades (below seven) increased during the remote learning period, when their grades were excluded from the final grade calculation, compared to in-person individual readiness assurance tests before the pandemic. Furthermore, absenteeism was higher when the online strategy was applied.

CONCLUSION

We observed lower academic performance by medical students during remote team-based learning sessions, likely owing to the exclusion of individual readiness assurance tests grades from the final course grade calculations during the COVID-19 pandemic.

Insights Into the Clinical Learning Curve: Student Experiences in Prosthodontics Education

Background The dental faculty must understand the challenges students face in prosthodontics to enhance education and meet patient care demands. This study explored final-year Bachelor of Dental Surgery (BDS) students' perceptions, study methods, and clinical application of knowledge, identifying gaps in translating theory to practice, skill acquisition, and curriculum alignment. Insights guide improvements in mentorship, hands-on training, and active learning to enhance clinical preparedness. Materials and methods This qualitative study was conducted on final-year BDS students using purposive sampling from six dental colleges in Lahore. Students answered semi-structured interview questions, while their responses were simultaneously documented by a trained transcriptionist. Data analysis was conducted via thematic analysis. Result The analysis revealed six themes: course difficulty and practicality, where theoretical concepts were understood but the practical application was difficult; study preparation, with varying time frames from early review to demanding last-minute study; distractions, including social media and peer interruptions; study resources, with textbooks and online tools as primary aids; active learning, generally encouraged but hampered by personal factors; and preparation for practice. The study data suggested that improving clinical practice and engagement techniques will enhance readiness. Conclusion This study concluded that the BDS course provided participants with good knowledge. However, the final-year BDS students consistently felt that their patient care abilities needed to improve in order to prepare them for future jobs.

Contemporary educational methods in periodontology

AIM

The 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID-19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face-to-face (F2F) teaching and the move to student-centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels.

MATERIALS AND METHODS

Systematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated.

RESULTS

The pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student-centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms.

CONCLUSIONS

Live F2F teaching continues to be highly trusted; however, all types of student-centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment.

The Impact of Online Learning and Health Behavior on Mental Health among Thai Dental Students during the COVID-19 Era

Aims

This study aimed to investigate the impact of online learning on the mental health and health behaviors of Thai dental students during the coronavirus disease 2019 (COVID-19) pandemic.

Materials and Methods

A cross-sectional analytical study was conducted among Thai dental students from first to sixth year who had been engaged in online learning during the COVID-19 period. A total of 440 students participated. Data were collected from January to March 2023 using an online questionnaire comprising 36 items addressing demographic information, online learning experiences, and health behaviors, including exercise and sleep. Psychological health was assessed using the Depression, Anxiety, and Stress Scale-21 (DASS-21). Data analysis included descriptive statistics, chi-square tests, binary logistic regression, Pearson's correlation, and simple linear regression.

Results

The study found high rates of mental health issues among the participants, with 58.2% experiencing depression, 57.3% experiencing anxiety, and 41.1% reporting stress. Personal factors influencing mental health included university type and household situation. Key factors associated with depression were the number of hours spent on assignments and the quality of the online learning environment (β = 1.096, 1.193). For anxiety, factors such as frequency of exercise, sleep quality, time spent on assignments, and familiarity with assignment submission platforms were significant (β = -0.773, -0.666, 0.801, 1.002). Stress was significantly correlated with the frequency of exercise, sleep quality, and assignment workload (β = -1.072, -0.497, 1.210).

Conclusions

The findings highlight a significant association between online learning-related factors, such as the number of hours spent on assignments, and the mental health outcomes of dental students. Health behaviors, particularly exercise and sleep quality, were also linked to mental health status. These results suggest that interventions aimed at reducing assignment-related stress, improving sleep hygiene, and promoting physical activity may be crucial in mitigating mental health problems among dental students. Clinically, addressing these factors could enhance both psychological well-being and academic performance, ultimately contributing to more effective learning environments for dental professionals.

The impact of the COVID-19 pandemic on students' future online education behaviour

Background

The COVID-19-related pandemic has affected education hugely, particularly in terms of the massive shift towards online teaching and learning. Higher education students and professors have faced new challenges, which might improve future online education behaviour, based on online education experience and learning, and pedagogical strategies during the COVID-19 pandemic.

Objective/Aim

The aim of this paper is to explore the views of Romanian students towards a possible future online education, highlighting their perceptions regarding the efficacy of digital online learning/pedagogical strategies and of the technological infrastructure, using as support theory the Input-Environment-Outcomes (I-E-O) model.

Methods/Instruments

An empirical quantitative-based investigation was implemented; data being collected from almost 800 students in business and economics. Based on the proposed conceptual model, data were analysed with structural equations modelling via SmartPLS 3.0.

Results

The novelty of the paper is that it tries to address students' perceptions regarding the future of online education, by using a few constructs, some of them validated in the literature, in order to establish pertinent links between these and the future of digital education. Results reveal that Romanian students prefer face-to-face teaching rather than online courses.

Conclusions/implications

In crisis situations, digital education might be the proper solution for future education, as it ensures effective education through efficient teaching-learning strategies and an advanced technological infrastructure.

Integrating e-learning into the educational framework for undergraduate medical training: a Nigerian survey on trainers´ perception and readiness

Introduction

given the significant disruption in educational activities during the COVID-19 pandemic and the uncertainties about the post-pandemic future, coupled with increasing demand for the healthcare workforce, e-learning may bridge the gap in training medical students. It was imperative to survey the perception and readiness of the trainers on the use of e-learning for undergraduate medical training in Nigeria.

Methods

this cross-sectional study was conducted among teachers of medical students in Nigeria. Using Google Forms, information on socio-demographic details, perception of online medical education, and individual and institutional preparedness to adopt e-learning were obtained. Data analysis was done using SPSS (version 21.0).

Results

there were 300 respondents from 25 to 72 years (mean of 47.1 ± 7.8 years). Most were willing to give core lectures and seminars by e-learning, but only about half (159; 53.0%) had ever delivered any lecture online. Many were against conducting laboratory demonstrations (51%), clinical demonstrations (51.7%), and bedside teachings (54.7%) by e-learning. Few (22.0%) were familiar with assignment management packages. Lack of internet connectivity (69.7%) and poor power supply (69.0%) were the most common barriers to implementing e-learning. There was a significant difference (p < 0.001 for all) in institutional internet provision and accessibility, staff training, and using e-learning for lectures between private and public institutions.

Conclusion

utilization of e-learning for medical education is low in Nigeria, with private institutions significantly outperforming the public sector. Many trainers prefer that the practical and clinical aspects should not be integrated into e-learning. Government, institutions and trainers need to do more to improve the acceptance and utilization of e-learning.

Online Learning in Dental Education: Comparison of Perspectives of Lecturers and Undergraduate Students Between a Public and Private University: A Mixed-Method Study

Objective: This study aimed to assess the undergraduates' and lecturers' perspectives on the implementation of online learning and to compare perspectives between private and public universities. Materials and methods: The study followed a mixed-method design and involved dental undergraduates and lecturers from two study settings in Malaysia: International Medical University (IMU), a private university, and Universiti Teknologi MARA (UiTM), a public university. All undergraduates and lecturers were invited to complete an online questionnaire with evaluative statements regarding three domains: handling, didactic benefit, motivation, and an overall assessment. The comparison of perception between the private and public universities was analyzed using Mann-Whitney test. Focus group discussions (FGDs) were carried out for undergraduates and lecturers. Each FGD consisted of six people. The audio-recorded conversations were transcribed verbatim. Results: Mean scores of perceptions regarding the domains, handling, and motivation were higher among undergraduates from public universities (p  < 0.05), while there were no differences for the didactic domain. There was no difference in perception of any of the three domains between private and public university lecturers. Mean scores for perceptions on the optimal amount of online learning in the future domains were higher among undergraduates from a public university (p  < 0.05), while lecturers' perceptions showed no difference. Thematic analysis of FGDs revealed that both groups from private and public universities felt that flexibility and a student-centered approach are the advantages of online learning. The inadequacy to cover the entire curriculum and lack of student engagement and interaction were highlighted as limitations. Conclusion: Regardless of the university background, the undergraduates and lecturers were able to adjust to the online learning environment, which mainly reflected a positive perspective on the implementation of online learning. There were modest differences in the perceptions of dental undergraduates between private and public universities, while the perception of the lecturers did not show any difference.

Enhancing dental education: integrating online learning in complete denture rehabilitation

This study investigated the integration of online learning into complete denture rehabilitation (CDR) training for dental interns, highlighting its impact on their education and readiness for clinical practice. Given that CDR poses significant challenges due to its technical complexity and profound influence on patient well-being, online learning has emerged as a strategic educational tool to enhance interns' knowledge and skills. This research included the administration of a comprehensive questionnaire to 63 dental interns to assess their backgrounds, experiences with online learning, and attitudes toward its application in CDR education. The results revealed strong engagement with online learning, with a majority valuing its flexibility, accessibility, and capacity to facilitate self-paced, individualized learning. Despite the enthusiasm for online modalities, the results identified notable gaps in interns' confidence in and preparedness for performing CDR, highlighting the need for targeted improvements in online curriculum development. By emphasizing the essential role of innovative teaching methods, including virtual reality (VR), this study underscores the need for a balanced educational approach that combines traditional and digital platforms. This strategy aims to prepare future dental professionals for the complexities of modern clinical environments, ensuring that they are well equipped to meet the diverse needs of the edentulous population.

Promoting Pedagogical Resilience: Unveiling the Efficacy of Synchronous Online Lectures Compared to Traditional Methods From the Students' Vantage Point Amidst the COVID-19 Pandemic

Introduction The COVID-19 pandemic significantly disrupted traditional educational methods, forcing medical institutes to adapt to online classes. Since online teaching was an untested approach in Indian medical education, student feedback was essential. This study compares synchronous online lectures with traditional classroom lectures from the students' perspective. Method The cross-sectional study was conducted on undergraduate medical students across India undergoing synchronous online MBBS classes during the COVID-19 pandemic. After obtaining institutional ethical clearance, five-section questionnaires via Google Forms were circulated on WhatsApp and Facebook. The generated quantitative data were analyzed using descriptive statistics and frequency analysis. Result Out of 341 responses, 64 students did not consent and were excluded, resulting in 277 responses for analysis. The total score for traditional face-to-face lectures was 11.61 out of 15, with a percentage mean score of 77%, highlighting the significant positive influence of instructor presence and a conducive learning environment. In contrast, synchronous online lectures had a total score of 16.01 out of 25, with a percentage mean score of 64.04%, reflecting mixed responses. The Student's t-test analysis underscored the significant advantages of face-to-face interactions and structured learning environments in traditional classroom settings despite the flexibility and independence offered by synchronous online lectures. Conclusion The findings of this study reveal that students have a moderate level of satisfaction with synchronous online lectures, as indicated by a mean score of 64.04%. While these lectures provide flexibility and promote independence, they require students to exhibit higher levels of self-motivation, discipline, and self-directed learning. However, the online format poses challenges for effective communication and technical issues. Addressing the challenges of technology use, teacher training, and student engagement can enhance the effectiveness of online teaching and ensure that it complements traditional teaching methods, ultimately promoting pedagogical resilience in medical education.

Perception and Social Impact of Blackboard-Based Online Learning in a Psychology Course: Al-Qunfudhah Medical Students' Opinion

BACKGROUND

Online learning was considered a novel method of teaching that affects university lifestyle and health. This study focused on online perception of Al-Qunfudhah medical students during psychology course learning and the effect of online teaching on social life.

METHODS

Fifth-year students participated in an online psychology course. The online questionnaire consisted of 15 questions: three for demographic distribution, seven to assess online perception, and five to measure the effect of online teaching on students' social health. Questionnaire validity was checked by a preliminary pilot study, and Cronbach's alpha was used to assess internal consistency. A p-value less than 0.05 was considered significant.

RESULTS

Seventy-five (83.3%) students participated in the study: 48 (64%) female and 27 (36%) male. Fifty-eight (77.3%) medical students documented a good perception of online learning of a psychology undergraduate course, whereas 17 (22.7%) had a poor perception. Additionally, 29 (78.4%) female students reported online teaching had a significant effect on their social and psychological health (p < 0.010), whereas eight (21.6%) male students showed that online teaching does not affect their social life.

CONCLUSION

Al-Qunfudhah medical students, both men and women, highly participated in the psychology course online learning; however, female students were socially and psychologically affected by online learning more than male students.

Perceived Enablers of and Barriers to Serious Game as Oral Histology Learning Strategy for Undergraduate Dental Students

Previously, we reported the serious game HistoRM as an innovative learning approach for an oral histology course. This study aimed to examine the impact of HistoRM on summative assessment and the enablers and barriers factors affecting HistoRM as an interactive learning strategy in an oral histology course. A crossover randomized controlled trial was performed. Study participants were first-year dental students at the Universitas Indonesia. The average final grades of students who participated in HistoRM serious game were significantly higher than those of students who did not participate in this trial (p < 0.001). Positive responses of HistoRM were observed in the learning content, games and learning experience domains. The enabler factors most recognized by the students were the game method, which helped students to understand the learning materials; the immediate feedback provided following each gameplay; as well as the fun and interesting gameplay. The barrier factors most recognized by the students were some challenges of the gameplay, which resulted in a longer time needed to study. While the HistoRM serious game can stimulate student motivation and engagement in learning oral histology, overcoming the barriers is essential for the implementation of serious games as a complementary learning approach in the dental curriculum.

Well-being amongst undergraduate students during the dual pandemic: an exploratory study

Background: The COVID-19 pandemic significantly impacted the college experience. Concurrently, social justice movements highlighting systemic racism and police brutality were taking place.We explored the extent to which undergraduate students from a private university felt both positive and negative emotions due to the dual pandemic. Methods:Undergraduate students reported the extent to which they felt 19 emotions due to COVID-19 in August 2020 (n = 944) and January 2021 (n = 321). In August 2020, participants also indicated the extent to which they felt the same emotions due to the civil unrest occurring in response to systemic racism and police brutality. Results: Participants felt a wide range of emotions in response to the dual pandemic. Students felt more positively about the civil unrest compared to COVID-19 in August 2020. Despite vaccine availability, negative emotions regarding COVID-19 rose in January 2021. Conclusions: The implications of the ongoing effects of the dual pandemic are discussed.

Comparative analysis of stress level and coping strategies due to COVID-19 pandemics among dental students in Indonesia and Vietnam

Objective

This study investigated and compared the perceived stress levels and coping strategies of dental students in Indonesia and Vietnam during the COVID-19 pandemic.

Materials and methods

A cross-sectional survey was conducted online in 2022 for dental students from the University of Indonesia and Can Tho University, Vietnam (n = 304). Perceived stress levels and coping strategies were assessed using a self-administered questionnaire about student sociodemographic factors, learning experiences, coping strategies, stress-related factors, and stress levels. Data were analyzed using Mann-Whitney, Kruskal Wallis, and Spearman correlation tests.

Results

This study showed the overall mean stress level was 23.9 (SD = 5.63), with a significant difference observed between Indonesian (24.44, SD = 5.14) and Vietnamese students (23.32, SD = 6.13) (p = 0.016), indicating potential variations in stress experiences. Key findings include a correlation between living arrangements and stress, as students living independently report higher stress (23.96, SD = 6.24) compared to those living with family (23.95, SD = 5.29) (p = 0.018). Fifth-year students exhibit lower stress levels (21.17, SD = 6.12) than other grades (p = 0.026). Multiple training sessions about COVID-19 are associated with better coping strategies (9.95, SD = 0.91, p < 0.001). The study also revealed different perceptions of COVID-19 learning experiences among dental students in Indonesian and Vietnamese dental students, with significant correlations observed between stress levels, coping strategies, and specific concerns such as graduation time and COVID-19-induced changes (p < 0.05).

Conclusion

This study shows students experience moderate stress levels, but the significant differences in stress experiences and coping strategies between the two countries highlighted the need for tailored approaches. Providing social support from faculty, family, friends, and peer dental students was one of the students' strategies to cope and minimize stress levels.

Exploring the influence of learning modality preferences and COVID-19 infection experiences on depressive mood in Chinese students

The COVID-19 pandemic has significantly impacted the mental health of children and adolescents worldwide. While various factors contributing to this phenomenon have been explored, the role of learning style preferences remains underexamined. This cross-sectional study, conducted between October and November 2020, involved over 20,000 participants, including students from junior high school, senior high school, and undergraduate levels. Significant differences in depressive mood levels were observed among individuals with different learning modality preferences upon the return to traditional, in-person learning. Students with in-person learning preferences exhibited lower depression levels, while students with no preference for either learning style outperformed devotees of remote learning. The highest depression occurred among those endorsing neither learning mode. Importantly, the impact of these preferences on depressive moods was found to be moderated by COVID-19 infection experiences. The findings highlight the nuanced relationship between learning style preferences, COVID-19 infection experiences, and mental health outcomes among students. Acknowledging the moderating effect of infection experiences is crucial for developing targeted interventions and adapting pedagogical approaches post-pandemic. This study contributes valuable insights into the complex relationships shaping the mental well-being of students amidst educational disruptions caused by the pandemic.

Practical applications of teledentistry during the Covid-19 pandemic in ASEAN member states - a systematic review

OBJECTIVE

The objective of this review is to determine the utilisation and adoption of teledentistry based solutions and technologies during the Covid-19 Pandemic in the Asean region.

BACKGROUND

Teledentistry is a branch of telemedicine that has rapidly advanced in the last few years and has the potential to provide solutions to oral health problems of patients and locations that do not have prompt and immediate access to a dentist or dental services. The Covid-19 has increased the adaption of all digital health technologies and teledentistry is no exception.

METHODOLOGY

The study utilized online databases such as Pubmed (Medline), Scopus (Embase) and CINAHL for the purpose of document search. Newcastle Ottawa (NOS) scale was used to determine the quality of the studies included in our systematic review. PRISMA guidelines were used as the criteria for reporting items in the systematic review.

RESULTS

A total of 1297 documents were found after applying the search criteria and the keywords for the selected study. After applying the Prisma guidelines, removal of duplicates and irrelevant entries, 10 studies that were conducted during the Covid-19 pandemic were selected, fitting the inclusion criteria. All the studies included were evaluated for quality and risk of bias through the Newcastle Ottawa scale. Only high-quality studies were included for the final review.

CONCLUSION

Teledentistry is a cost-effective solution to screen, diagnose and treat dental patients from a distance. Teledentistry also has the potential to continue seamless continuation of dental education to dental students, during disruptive and non-disruptive periods. ASEAN countries should fully utilise the potential of teledentistry, however sound and effective legislation would be the key first step to achieving that potential.

Sociodemographic Factors Associated with the Satisfaction Level of Peruvian Dental Students with Virtual Classes During the Covid-19 Pandemic: A Prospective Bicentric Study

Background

The pandemic caused by Covid-19 impacted all areas of social, economic and educational activity. When there is a high risk of spreading highly infectious diseases, education is usually the first service to be suspended. The objective was to evaluate the sociodemographic factors associated with the satisfaction level of Peruvian dental students with virtual classes during the Covid-19 pandemic.

Methods

This observational, cross-sectional, analytical study evaluated 237 dental students from the capital city and one Peruvian province using a validated 13-item questionnaire to measure the level of satisfaction with virtual classes. Pearson's chi-square test and a logit model were used to evaluate the associated factors such as age group, sex, marital status, monthly family income, area of residence, place of origin, occupation and computer use, considering a significance level of p<0.05.

Results

Of all students, 50.6%, 40.1% and 9.3% presented a good, average and poor level of satisfaction, respectively, with the virtual classes received. In addition, those with a monthly family income of less than 500 US dollars were 3.15 times more likely to have poor satisfaction compared to those with a monthly family income of more than 1000 US dollars (AOR = 3.15; 95% CI: 1.23-8.05). The rest of the variables evaluated were not considered influential factors in the levels of satisfaction with the virtual classes received.

Conclusión

Of all students, 50.6% and 9.3% reported good and poor satisfaction with virtual classes during the COVID-19 pandemic, respectively. Monthly family income of less than 500 US dollars was an influential factor. In addition, the variables age group, sex, marital status, area of residence, place of origin, occupation and computer use were not found to be influential factors.

Pharmacy Students' Attitudes Toward Distance Learning After the COVID-19 Pandemic: Cross-Sectional Study From Saudi Arabia

BACKGROUND

Electronic learning refers to the use of assistive tools in offline and distance learning environments. It allows students to access learning tools and materials anytime and anywhere. However, distance learning courses depend on several factors that affect the quality of learning, which consequently affect students' preferences in the settings and tools used to deliver educational materials.

OBJECTIVE

This study aimed to evaluate students' preferences for continuing distance learning after the pandemic and to assess the distance educational environment after the pandemic. It also aimed to identify the factors affecting distance learning and evaluate students' preferences regarding modes of communication with instructors.

METHODS

A web-based survey was used to conduct this cross-sectional study. The target participants of this study were students in the doctor of pharmacy program at Unaizah College of Pharmacy, Qassim, Saudi Arabia. All students enrolled from December 2022 to January 2023 received an invitation with a link to the web-based survey.

RESULTS

The survey was completed by 141 students (58 female students and 83 male students). The research results showed that most students (102/141, 72.3%) did not wish to continue distance education for laboratory courses, and 60.3% (85/141) did not wish to continue taking distance team-based learning after the pandemic. Additionally, 83.7% (118/141) of the students indicated that distance courses were simple. More than half of the participants (79/141, 56%) stated that having a camera on during class negatively impacted their learning, and only 29.1% (41/141) of the students stated that nonvisual communication with their fellow students impacted their learning. A large proportion of students (83/141, 58.9%) reported impairment of social engagement on campus, 44% (62/141) in-person interactions during classes, and 73.7% (104/141) were relieved that their classes were not disrupted.

CONCLUSIONS

Similar to all types of education, distance learning is characterized by advantages and disadvantages, as reported by students. Students felt that the course material was intelligible, and the distance course was uncomplicated. Moreover, they expressed relief that their studies were not disrupted. However, they also reported the loss of face-to-face contact during courses as the most significant drawback of distance learning versus face-to-face learning, followed by a lack of social connection on campus.

Is there any sustained effect of the coronavirus disease 2019 pandemic? - A controlled trial comparing pre- and post-pandemic oral radiology courses

PURPOSE/OBJECTIVES

Due to the coronavirus disease 2019 (COVID-19) pandemic, undergraduate education shifted towards online-only formats from April 2020 until July 2021. Previous research indicated a negative effect on students' competence development, and it remains unclear whether blended learning concepts could provide compensation. Therefore, the present study aimed to compare pre- to post-pandemic students' performance in standardized baseline (BL) and final exams (FE), as well as the associated knowledge gain (KG) in three consecutive undergraduate blended learning-based oral radiology courses (C1-3).

METHODS

Ninety-four students participated during two pre-pandemic semesters (October 17-July 18), and ninety-eight students during two post-pandemic semesters (October 21-July 22). Before the pandemic, conventional face-to-face lectures were combined with an oral radiology platform. Two years into the COVID-19 pandemic, additional video-based e-learning modules were adopted from the pandemic online-only curriculum. In each semester, skills and KG were assessed by conducting standardized BL and FE. Students' performance in BL, FE, and the associated KG during pre-pandemic semesters was compared to post-pandemic semesters.

RESULTS

In post-pandemic courses, students showed significantly lower BL scores, whereas KG was significantly higher in post- compared to pre-pandemic semesters (27.42% vs. 10.64%, p < 0.001, respectively). FE scores in C1 significantly improved from pre- to post-pandemic semesters.

CONCLUSIONS

Within the limitations of our study, the lower BL scores confirmed the negative effect of the pandemic on competence development. Blended learning concepts seem to compensate for this effect and enable students to return to pre-pandemic levels. Future studies are needed to assess the additional impact of video-based e-learning modules.

Is online-only learning as effective as blended learning? A longitudinal study comparing undergraduate students' performance in oral radiology

INTRODUCTION

Blended learning seems to be an effective teaching concept in oral radiology. During the COVID-19 pandemic, blended learning shifted towards online-only learning. The aim of the present study was to compare the effectiveness of pandemic online-only and pre-pandemic blended learning in three consecutive oral radiology courses (C1, C2 and C3) and to examine whether additional video-based e-learning modules (VBLMs) had a positive impact on undergraduate students' performance during pandemic semesters.

MATERIALS AND METHODS

Data from 205 undergraduate dental students participating either in a blended learning or an online-only learning concept were analysed. Pre-pandemic blended learning comprised face-to-face seminars and access to an oral radiology platform (ORP). Pandemic online-only learning comprised online seminars, access to the ORP and additional VBLMs (two VBLMs for C1, four VBLMs for C2 and six VBLMs for C3). Through standardised e-exams at the beginning and end of each semester, performance in final exams and knowledge gain were compared between the two groups.

RESULTS

No significant differences in scores in final exams (p = .11) and knowledge gain (p = .18) were found when comparing the pre-pandemic and pandemic groups. On course level, however, students receiving a lower number of VBLMs performed significantly worse in final exams (C1: p < .01, C2: p = .02) and showed inferior knowledge gain (C2: p < .01) during the pandemic.

CONCLUSIONS

Within the limitations of the study, the present investigation confirmed that pandemic online-only learning involving VBLMs might be as effective as pre-pandemic blended learning.

Face-to-face and e-learning during the COVID-19 pandemic: A Pakistani dental undergraduates perspective

BACKGROUND

Globally, educational institutes have been obliged to make a quick transition from traditional face-to-face teaching to e-learning during the coronavirus disease 2019 (COVID-19) pandemic, which has purportedly created various barriers to achieving desired learning outcomes.

OBJECTIVE

The aim of our study was to assess the perceptions of undergraduate dental students regarding online and physical learning in Pakistan.

METHODS

This cross-sectional study was conducted from January to March 2022. The study comprised dental students from 1st to 4th years who were above the age of 18 and of either gender. The Google Forms questionnaire was created to evaluate the quality and efficiency of online and physical learning among dentistry undergraduates.

RESULTS

In a survey of 246 students, 70.3% strongly agreed that they would prefer face-to-face instruction over e-learning. There was a statistically significant difference in the improvement of students' technical skills (p = 0.01), accessibility to instructors (p = 0.01) and classmates (p = 0.02), value of technology (p = 0.03), improvement of oral communication skills (p = 0.01), promotion of hybrid model learning after the pandemic (p = 0.01), and utilization of tutorial services (p = 0.04) between different year of study.

CONCLUSION

Pakistani dental students indicated satisfaction with numerous aspects of e-learning, such as technical skills, accessibility to instructors and classmates, the value of technology, improvement of oral communication skills, promotion of hybrid model learning, and utilization of tutorial services compared to face-to-face education concerning the year of study.

Student's perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning

Objectives

The coronavirus disease 2019 (COVID-19) pandemic disrupted classroom-based learning, necessitating the adoption of online learning in most universities. However, there has been a lack of information on university students' perspectives regarding online learning during the COVID-19 pandemic. This study assessed the perspectives, satisfaction and experiences with online and classroom learning among human health students at the University of Zambia.

Methods

This cross-sectional study was conducted among 737 students at the University of Zambia from October 2022 to April 2023. Data were analysed using Stata version 16.1.

Results

Of the 737 participants, 51.6% were female and 56.5% agreed that blended learning should continue even after the COVID-19 pandemic. However, 78.4% of the students believed that group discussions were more suitable in the classroom than online learning. Most students (67.1%) disagreed that they preferred online learning to classroom learning. Furthermore, 77.6% of the students disagreed that online learning gave more satisfaction than classroom learning.

Conclusions

This study found that most students recommended the continuation of blended learning after the pandemic. However, they believed that follow-up tutorials and assessments were better undertaken in physical classrooms than online learning. These findings are important in sensitising stakeholders in the education sector and governments to consider blended learning as a teaching strategy in the future. There is a need to develop and implement curricula that offer blended learning to students as well as ensure the students have the necessary facilities and equipment to support such learning.

Virtual Schooling in Dental Undergraduate and Postgraduate Education: A Knowledge, Attitude, and Practice (KAP) Survey

Aim The purpose of this survey was to appraise the knowledge, attitude, and practice (KAP) of dental undergraduate and postgraduate students in India towards virtual learning and provide an improved understanding of practicing this learning strategy as a complementary tool for the evolution of dental education. Materials and methods A cross-sectional, closed-ended, multiple-choice online questionnaire was distributed on a national scale to undergraduate and postgraduate dental students throughout India. The questions focused on the choice of virtual platforms, learning methods, duration of classes, mental health, pros and cons, and approach to virtual education as a complementary tool in the future. The survey was distributed in the form of a web-based link and quick-response (QR) code via various social platforms. Descriptive statistics was performed to compile the data. Results  A total of 2130 students (1318 undergraduate and 812 postgraduate students) participated in the study. The study found that 81.1% of the undergraduate and 92.5% of the postgraduate students were exposed to virtual learning. Zoom and Google Meet were the most widely used platforms for online education. The most common mode of virtual learning was webinars conducted by subject faculties. Ease, comfort of access, and flexibility of time were the most common advantages, while internet connectivity issues along with negative psychological impact are a few common drawbacks. The concept of blended learning was most preferred by the students.  Conclusion Undergraduate and postgraduate students showed good knowledge and a positive attitude to virtual schooling and preferred a hybrid model of instruction.

Effectiveness of flipped classroom in pharmacy education - a meta-analysis

BACKGROUND

Flipped classroom, blended with online and offline learning, was regarded as an effective learning approach in pharmacy education. This meta-analysis was to comprehensively compare the effectiveness of flipped classroom and traditional lecture-based approaches, attempting to generate a unified and firm conclusion of the effectiveness of flipped classroom in pharmacy education.

METHODS

Data were collected from 7 databases, involving Cochrane Library, PubMed, Embase, ScienceDirect, Web of Science, China National Knowledge Infrastructure (CNKI), and Chinese Biomedical Literature Service System (SinoMed). The studies were included if they included objective evaluation of students' performance between groups of flipped classroom and traditional approaches. The standardized mean difference (SMD) with a corresponding 95% confidence interval (95% CI) was used as the outcomes for data pooling.

RESULTS

A total of 22 studies (28 comparing groups) with 4379 participants were included in the meta-analysis. The risk of bias was relatively high. Results of the analysis revealed that flipped classroom presented significant advantages over traditional approaches in student performance improvement, with no evidence of publication bias. Through subgroup analysis, it showed better outcomes for flipped classrooms over traditional lectures for the other subgroups, including different performance, degree programs.

CONCLUSIONS

Current evidence reveals that the flipped classroom approach in pharmacy education yields a statistical improvement in student learning compared with traditional methods. In the future, instructors should introduce more online technology into classroom and construct an interactive learning environment.

Factors affecting academic performance of college students in China during COVID-19 pandemic: a cross-sectional analysis

Introduction

Understanding the factors that affected academic performance of students during the COVID-19 pandemic will help design effective interventions for improving students' academic performance during emergency situations as well as during regular academic environment. This cross-sectional study aimed to identify the factors that explain academic performance of students in China during the pandemic.

Methods

Data on college students from the 2020 China Family Panel Studies were used, and the final sample consisted of 728 students. Ordered probit regression models were estimated to explain students' relative performance in the semester when the in-person classes were suspended by using various student and household-related variables and characteristics. To compute missing values in selected variables, a multiple imputation technique was applied.

Results

The odds of poor academic performance declined with higher Internet use for academic purposes, but Internet use for entertainment increased the probability of being in the poor academic performance. College students who spent more time studying on college work were less likely to have poor academic performance.

Discussion

This study identified the factors (Internet use and study time) associated with academic performance among Chinese college students during the COVID-19 pandemic. These results can be used to design policies to improve educational outcomes and to address educational inequalities.

Effectiveness of distance learning for preclinical periodontal education

INTRODUCTION

This study aimed to investigate the effectiveness of distance learning (DL) for the second-year periodontics course compared to classroom learning (CL). MATERIALS AND METHODS: DL for Class A (n1 = 126) and CL for Class B (n2 = 133) were implemented. The same instructors recorded or delivered the same lectures in the two learning modules during the second-year periodontics course. Classes A and B took the same final examinations (a total % score of 200). General linear model (GLM) and ordinal logistic regression (OLR) analyses were conducted after considering individual first-year final % scores as a covariate to test if the second-year final % scores and the distributions of letter grades were significantly different between Class A and B.

RESULTS

The mean second-year final % score of the DL group (166.4) was significantly higher than that of the CL group (160.8) (independent t-test, p = .019). However, in GLM, the first-year final % scores significantly affected the second-year scores (p = .016); the second-year final % scores between the two groups were not significantly different (p = .268) after considering the individual first-year scores. In OLR, there was no difference in the likelihood of getting lower grades in the second-year course between the two groups (odds ratio = 1.6; 95% confidence interval = [0.95, 2.72], p = .078) after considering the first-year final % scores.

CONCLUSION

Within the limitations of the study, the DL for preclinical periodontics resulted in comparable student learning outcomes when compared to the traditional CL.

Dental students' and faculty perception of online exams with e-invigilation in Cyprus

INTRODUCTION

During the recent pandemic, e-learning and e-assessment methods have been implemented worldwide, providing opportunities for further implementation in the dental curriculum. This study aims to research the dental students' and dental faculty's perceptions of online exams with e-invigilation.

MATERIALS AND METHODS

Online questionnaires were developed and delivered, after three semesters of online exams, to all students and faculty. Descriptive statistics were performed, and answers were grouped into Principal Components (PC) using Principal Component Analysis (PCA). Statistical significance was set at p < .05.

RESULTS

Two-hundred and sixty dental students (83.7%) and 24 dental faculty members (63.1%) answered the online questionnaires. PCA of students' responses revealed 4 PC, 'University support to students', 'Comparison between online and face-to-face exams', 'Preparation for the online exams' and 'Attitudes towards the technology used for the online exams'. PCA of faculty responses revealed 5 PC: 'Comparison between online and face-to-face exams', 'University support to faculty', 'Faculty attitudes towards the exam procedures', 'Human factors associated with the exam procedures' and 'Exam invigilation'. The overall satisfaction was high for both staff and students (higher for students and female staff). Students with previous experience in online exams scored more positively than first-year students. University support, process-related stress and e-invigilation were highlighted.

CONCLUSIONS

The overall satisfaction with the e-exams was high, despite the technical problems, time-consuming processes and related stress. University support (training, IT support and resources) and mock exams emerged as important elements of online exams, as was the e-invigilation, which students perceived as efficient and non-intrusive.

The impact of COVID-19 on dental education in Tunisia

INTRODUCTION

Coronavirus disease 2019 (COVID-19) pandemic might have an unprecedented impact on dental education.

AIM

The main aim of this study was to investigate the impact of COVID-19 among Tunisian dental students.

METHODS

This was a cross-sectional study carried out from January to March 2022, at the Faculty of Dental Medicine of Monastir (FDMM), Tunisia. The population consisted of the 3rd, 4th, 5th and 6th year dental students registered for the academic year 2021/2022 at the FDMM. The potential number of participants was 881 according to the administration of the faculty. The applied questionnaire was made of 17 questions adapted to the Tunisian context. Incomplete answers were considered as exclusion criteria.

RESULTS

A total of 446 students responded to the online survey giving an overall response rate of 50.6%. The study revealed that the FDMM was not doing its best to solve the challenges associated with the COVID-19 pandemic for 88.8% of the responders. Dental students were concerned about the impact of COVID-19 pandemic on their dental education (69.6%) especially about graduating on time (63.0%) since changes made in dental medicine education due to the pandemic were stressful for 61.1% of them. The students reached emotional support from their family and friends (46.5%) whereas only 9.8% of them requested assistance from faculty's staff.

CONCLUSION

This study provides information about the impact of the COVID-19 pandemic on dental education. These findings may sensitize officials in the FDMM to take measures in order to deliver better education to dental medicine students.

Virtual spaced-learning method, during COVID-19 for Pharm D students

BACKGROUND

The coronavirus (COVID-19) outbreak basically changed teaching methods across the world, and learning was almost replaced by virtual learning during the pandemic. Also, the spacing effect is one of the most well-established phenomena in the science of learning. Using temporal intervals for re-exposing learners to information over time (spaced learning) leads to more effective retention of knowledge compared to having information presented at a single time (massed learning). Hence, we designed a virtual spaced learning method to reap the benefits of virtual learning and spaced learning concomitantly.

METHODS/APPROACH

An interventional semi- experimental survey among 66 Pharm D students was designed and implemented. Students were divided into two groups (spaced vs mass learning) in the national integrated virtual education platform (NAVID) as the matrix for teaching as well as evaluation. Classes were conducted in the following sequence: 1- answering the pre-test, 2- watching and listening to the educational content (separately for each group), 3- answering the post-test (n = 1). The pre/post-test consisted of 10 four-choice questions based on the Kirkpatrick Model extracted from the educational content.

RESULTS/OUTCOMES

Findings revealed that the average score was not significantly different between the post-tests of the spaced learning and mass learning (7.26 ± 2.26 vs 6.5 ± 2.5) methods utilizing the independent t- test (p ≥ 0.05).

CONCLUSIONS

Since no statistically significant improvement was observed in the virtual spaced learning group compared to the control group, it seems that clarifying the significant influence of the spaced learning strategy in pharmacy education requires longer period of study, or study on less complex or skill-based topics for further evaluation.

Perceptions of Online Learning Implementation in Dental Education during the COVID-19 Pandemic: A Cross-Sectional Study of Dental School Faculty Members in Southeast Asia

OBJECTIVE

To assess the perceptions of faculty members from dental schools in Southeast Asian countries regarding the implementation of online learning during the COVID-19 pandemic.

METHODS

A previously implemented questionnaire comprising 43 questions was utilized in this study. Lecturers from four universities in Southeast Asia were invited to participate in the study.

STATISTICAL ANALYSIS

The data were analyzed using SPSS version 25.0 through several types of comparative and correlation analyses.

RESULTS

There were 183 lecturers who participated in the study. The overall responses suggest that the perceived effectiveness of online learning in dentistry was centered on a neutral value. The participants faced challenges when implementing online learning during the COVID-19 pandemic, with the lack of interaction being the most challenging factor. They agreed that online learning had many advantages, specifically in time flexibility and communication. The participants had stronger perceptions relating the advantages and opportunities of online teaching, and recognized that the effectiveness of offline teaching alone was limited.

CONCLUSION

The perceptions of Southeast Asian dental school faculty members were inclined toward a positive outlook on blended learning for implementation in dentistry, as a means of providing opportunities to use online learning beyond COVID-19 in the future.

University students' and educators' perceptions on the use of digital and social media platforms: A sentiment analysis and a multi-country review

Due to Covid-19, an inevitable restructuring of higher education teaching and learning pedagogies ensuring the continuous and effective learning of students is deemed important. Despite such vitality, a prevalent disparity worldwide on the usages and gains of digital and social media integration is still noticeable. Following a Scoping Literature Review and using the Atlas.ti software for a Grounded Theory qualitative analysis, this study aims to ascertain the significance of digital and social media tools during and after the Covid-19 pandemic. The study explains the common challenges and opportunities both students and educators faced in thirty countries. Drawing on the sentiment analysis of these stakeholders, results indicate that despite the acceleration of digital education into a flexible, and student-centered didactic approach, various barriers in effectively fulfilling online learning still exist. Findings also revealed the lack of, and therefore need for, proper teaching and learning material and strategies suitable for digital education.

Triple Jeopardy of Minority Status, Social Stressors, and Health Disparities on Academic Performance of College Students

Objective: In this study, we evaluated the role of minority status, as well as pandemic-related social stressors and health disparities on short- and long-term academic performances of college students. Methods: Cross-sectional analysis using descriptive and bivariate statistics were used to identify participants of minority status as well as pandemic-related prevalence of social stressors and health disparities and their roles on academic performance. Results: Poor academic performance was significantly related to being food insecure, experiences of discrimination, serious psychological distress, and low daytime wakefulness during the pandemic but only significantly based on minority status. Grade point average was significantly associated with serious psychological problems among males, independent of race/ethnicity identity. Conclusions: Institutes of higher education, when tasked with developing post-pandemic policies to address equity gaps in academic success, may benefit their students by integrating system-wide holistic approach to support, including interventions on basic needs support and health and resilience building.

Digital Therapy: Alleviating Anxiety and Depression in Adolescent Students During COVID-19 Online Learning - A Scoping Review

The learning method has changed from offline to online since Coronavirus Disease 2019 pandemic cause mental health problems in students such as stress, anxiety, and even depression. Interventions to reduce mental health problems in adolescents need to be carried out digitally to reduce the transmission of Coronavirus Disease 2019. The purpose of this study is to explore methods of digital therapy to reduce symptoms of anxiety and depression among students during the Coronavirus Disease 2019. A scoping review study design was used in this study. Database the study from CINAHL, PubMed, and Scopus databases. This study used PRISMA Extension for Scoping Reviews (PRISMA-ScR) and for quality appraisal used JBI Quality Appraisal. The inclusion criteria for articles in this study are full text, randomized control trial or quasi-experiment research design, English language, students sample, and the publication period during COVID-19 pandemic (2019-2022). There were found 13 articles discussing digital therapy and it was found that the digital therapy model to reduce anxiety and depression includes directions through digital modules, directions via video, and asynchronous discussions via online meeting. The sample range in this study is 37-1986 students. Most of the articles come from developed countries. Delivery services of digital therapy consist of three phases, namely psycho-education, problem-solving, and implementation of problem-solving strategies. The authors found that there are four digital therapy methods, namely Improving psychological abilities, Bias-modification intervention, Self-help intervention, and Mindfulness intervention. The implementation of digital therapy must still pay attention to various aspects that affect students, so that therapists need to pay attention to physical, psychological, spiritual, and cultural aspects. Here we highlight, digital therapy interventions are proven for improving mental health by reducing depression and anxiety levels among students during the COVID-19 pandemic by paying attention to all aspects that affect students.

Multimodal teaching methods for students in dentistry: a replacement for traditional teaching or a valuable addition? A three-year prospective cohort study

BACKGROUND

This student-centred prospective cohort study evaluated the impact of multimodal teaching methods on student performance in the theoretical domain of dental studies.

METHODS

Dental students answered anonymous questionnaires indicating their preferences and opinions three times over three consecutive academic years. Data collected included gender, course, year of study and most frequent and preferred learning modality. Survey responses from Google Forms were analysed with SPSS 20.0 software (IBM Company, Chicago, IL, USA). Scale responses were tested with the Mann-Whitney U test against gender, program and year of study. Grades obtained from structured examinations held in the third academic year were analysed using the Wilcoxon Signed Rank Test according to the teaching method employed. The level of statistical significance was set at p < 0.05.

RESULTS

The response rate was high (> 80%) throughout the study. Acceptance of online modalities increased over time (Kruskal-Wallis test, p < 0.001) and 75% of students requested that online teaching modalities be maintained. Significant differences in gender, program of study, year of study and discipline taught were observed (Mann-Whitney test, p < 0.05). Females differed from males by favouring online modalities and face-to-face lectures, respectively, and clinical year students opted to retain pre-recorded online lectures. Recorded lectures resulted better for teaching core knowledge (Wilcoxon Signed Rank Test, p = 0.034), while face-to-face lectures were better for teaching applied knowledge (Wilcoxon Signed Rank Test, p = 0.043). Student responses to open-ended questions identified the need for a blended approach with in-person lecturing as an opportunity to socialise and avoid mental health issues. Although preferences varied, students showed a willingness to influence their learning and changes in curriculum, a predilection for self-directed learning and the need for freedom in engaging with resources and content.

CONCLUSIONS

In the context of this study, online teaching modalities resulted in comparable examination performance and improved student satisfaction. This highlights the need for a blended approach to teaching.

Transition to hybrid teaching of mathematics: challenges and coping strategies of Swedish teachers

Sweden was one of the few countries that did not close down their schools during the Covid-19 pandemic. Different hybrid teaching methods were adopted, some of which are here to stay. This qualitative study explores the challenges that Swedish mathematics teachers had transitioning from face-to-face to hybrid teaching and the coping strategies that they adopted to reduce the effect of these challenges on their practices, well-being and students' learning experiences. The results from the study were gathered from some 51 primary and secondary mathematics teachers in Stockholm using a semi-structured questionnaire. The data were analysed with cognisance of Lazarus and Folkman's coping theory and Simonson's equivalence theory. The results revealed that hybrid teaching had some negative impact on teaching quality, student achievement, student health, teacher workload, and teacher-student dialogue, which underpins the Swedish school curriculum. This lack of dialogue and high-quality interaction undermines the equivalency theory principle, which suggests that the format of instruction should not influence the quality of students' learning experiences. Also, the results revealed that majority of the teachers ascribed positively to problem-based coping strategies as compared to the emotion-based coping strategy as they worked hard to provide students with good learning opportunities.

Effectiveness of a blended learning intervention in cardiac physiotherapy. A randomized controlled trial

Background

Blended learning (BL) combines both face-to-face learning (FL) and online learning. This study aims to compare the effectiveness of a BL intervention vs. a FL intervention in relation to the knowledge, competencies, satisfaction, perceptions, usability, and BL acceptance of physiotherapy students.

Methods

An assessor-blinded randomized trial was performed. A total of 100 students were randomly allocated to either the BL group (BLG, n = 48) or FL group (FLG, n = 52). The BLG received face-to-face classes plus access to online resources (online syllabus, Moodle, scientific-based videos and websites, activities, glossary, and apps). The FLG received face-to-face classes and hardcopy resources (hardcopy syllabus, scientific-based information, activities, and a glossary). Knowledge, ethical and gender competencies, satisfaction, perceptions, usability, and BL acceptance were assessed.

Results

The BLG showed higher scores than the FLG for knowledge (p = 0.011), three ethical/gender competencies (p < 0.05), increased motivation to prepare themselves before class (p = 0.005), increased motivation and ability of thinking (p = 0.005), improved understanding of important topics (p = 0.015), course organization (p = 0.017), educational material (p = 0.001), easiness of understanding (p = 0.007), comprehensive coverage of the subject (p = 0.001), and clarity of instructions (p = 0.004), while usability was acceptable.

Conclusion

The BL intervention can be used for improving the knowledge, competencies, perceptions, and satisfaction of the students. In addition, BL acceptance was positive, and usability was found to be acceptable. This study supports the use of BL as a pedagogical approach to foster innovative learning.

Dental education profile in COVID-19 pandemic: A scoping review

INTRODUCTION

This scoping review aimed to determine the frequency of different teaching methodologies, tools and platforms applied in dental education during the COVID-19 pandemic.

MATERIALS AND METHODS

The search strategy was performed in six databases and grey literature. A total of 28 questionnaire-based studies were included, without language or time restriction, from 20 different countries.

RESULTS

Six thousand five hundred sixty-five participants were assessed: 84% undergraduates, 9% of faculty members, 5% of postgraduate students/residents/trainees and 2% of dental schools/residency programs. The pooled eligible data for teaching methodologies were 62% of a combination of different methods (95% CI, 35.5% to 82.3%), 23% a combination of synchronous and asynchronous formats (95% CI, 8.2% to 50.2%) and 15% for only synchronous lectures (95% CI, 4.3% to 42.2%). The reported tools were laptops (40%), smartphones (40%), tablets (40%), desktops (20%), Blackboard (20%), Respondus Lockdown Browser (20%), eProctor (20%) and PowerPoint (20%). The most used platforms were Zoom (70.6%), Microsoft Teams (23.5%) and Cisco Webex (23.5%). A better time management (17.9%; 95% CI, 7.9% to 35.6%) and the possibility of revision with additional notes (14.3%; 95% CI, 5.7% to 31.5%) was the greatest advantages related to dental e-learning, while the increased levels of anxiety/stress/burnout/exhaustion (35.7%; 95% CI, 21% to 54.2%) and internet connection problems (35.7%; 95% CI, 21% to 54.2%) was the most cited disadvantages.

CONCLUSION

This scoping review showed promising blended teaching methodologies, tools and platforms in the dental education profile. The evidence suggests that e-learning technologies can widely contribute to dental education during the COVID-19 pandemic. Therefore, this study makes a major contribution to research by assessing the impact of COVID restrictions on dental education and further studies are needed to identify how restrictions in dental practice will affect future professionals.

Multilevel IRT models for the analysis of satisfaction for distance learning during the Covid-19 pandemic

The Covid-19 pandemic played a relevant role in the diffusion of distance learning alternatives to "traditional" learning based on classroom activities, to allow university students to continue attending lessons during the most severe phases of the pandemic. In such a context, investigating the students' perspective on distance learning provides useful information to stakeholders to improve effective educational strategies, which could be useful also after the end of the emergency to favor the digital transformation in the higher educational setting. Here we focus on the satisfaction in distance learning for Italian university students. We rely on data comprising students enrolled in various Italian universities, which were inquired about several aspects related to learning distance. We explicitly take into account the hierarchical nature of data (i.e., students nested in universities) and the latent nature of the variable of interest (i.e., students' learning satisfaction) through a multilevel Item Response Theory model with students' and universities' covariates. As the main results of our study, we find out that distance learning satisfaction of students: (i) depends on the University where they study; (ii) is affected by some students' socio-demographic characteristics, among which psychological factors related to Covid-19; (iii) is affected by some observable university characteristics.

Stressors and mental health impacts of COVID-19 in dental students: A scoping review

OBJECTIVE

The COVID-19 pandemic has led to mental health hazards to healthcare providers in general and to undergraduate dental students. The present study undertakes a scoping review to identify and discuss the mental health issues and stressors impacting dental students globally during the COVID-19 pandemic.

METHODS

A systematic search following the Joanna Briggs Institute's framework for scoping reviews was conducted on Embase, MEDLINE by Ovid, Web of Science, PsycInfo, CINAHL, and ERIC to identify peer reviewed publications published globally since the onset of the COVID-19 pandemic in March 2020 until June 22, 2021. Manual search was also performed on Google scholar. Eligible studies were selected based on the predetermined set of criteria and focused specifically on mental health issues experienced by undergraduate dental students in the context of COVID-19.

RESULTS

Fifty-five publications were retained. Fifty-one reported stress, anxiety, or depression experienced by undergraduate dental students during the pandemic. Twenty-five studies employed validated psychometric instruments to explore mental health status among the same students. A total of 28 publications reported that the predominant concern for students was fear of infection, especially during patient interaction. Adapting to virtual learning, clinical skill deficit due to lack of/limited practical training and social isolation were other majorly reported stressors.

CONCLUSIONS

Many mental health issues and stressors related to the COVID-19 pandemic have been identified. Mitigation of COVID-19-related stressors on dental students' mental health should be a priority across all dental academic institutions. Continued efforts should be made to create a supportive learning environment.

Understanding the inclination of South Indian nursing graduates in using mobile learning applications

BACKGROUND

Clinical-based mobile learning courses have great demand among the nursing graduates as learners look for possibilities to update skills. The present study explores the feasibility, familiarity, utility, and attitude of nursing graduates of South India toward mobile learning applications (m-apps).

MATERIAL AND METHODS

An online-based cross-sectional descriptive survey was conducted in May 2021 among the South Indian nursing graduates of Tamil Nadu and Kerala, using a questionnaire consisting 49 items categorized under six sections with items related to socio-demographic information; m-app usage; online learning experience; preference in using m-apps for learning purposes before COVID-19 and during COVID-19; students' engagement through e-learning; and anxiety related to online assessment. Descriptive and inferential (ANOVA, Chi-square, and t test) statistical data analysis were done using SPSS version 23.

RESULTS

A total of 447 student nurses responded. The result shows that most of them, 96% (432) used android phones and 94% (422) owned a mobile. Age was highly influencing mobile learning application (m-learning apps) usage; students of less than 20 years of age used applications more frequently and possessed more educational applications. Majority of them, 84% (377) of them had started using m-learning apps only after COVID. 57.7% (249) commonly used m-learning apps for acquiring nursing knowledge resources, nursing exam preparatory, and drug resources. Students rated high for the interactive nature of these m-learning apps, while abundant learning materials and usage with ease were rated as other attractive features. Sixty-six percent (305) had mostly downloaded these apps from Google Play Store.

CONCLUSION

The findings would help the m-learning application developers to offer customize solutions to address learning gaps that prevail among the South Indian nursing graduates and help with sustainable growth.

Perspectives of nursing students on challenges of e-learning during early stages of the COVID-19 pandemic

BACKGROUND

 E-learning is becoming an important approach to teaching and learning in higher education institutions, including nursing training. Despite that, there are students who were never introduced to e-learning prior to the coronavirus disease 2019 (COVID-19) pandemic. Their challenges in relation to e-learning could differ from those of other students who had experienced the platform before, especially against the backdrop of the COVID-19 pandemic that brought an abrupt change in the approach to teaching, learning and assessment.

OBJECTIVES

 This study explored and described university nursing students' challenges in relation to e-learning during the early stages of the COVID-19 pandemic in a resource-constrained setting.

METHOD

 Qualitative exploratory and contextual design was used. The sample consisted of 17 participants who were conveniently selected, and data were collected by means of two focus groups and five individual interviews. Data analysis followed a qualitative content analysis process.

RESULTS

 The five categories emanated from analysis are e-learning mode not suitable for practical components, challenges related to assessment of learning, connectivity issues, e-learning is a lonely journey and computer illiteracy and limited skills for the use of e-learning.

CONCLUSION

 Nursing students' challenges regarding e-learning during the early stages of the COVID-19 pandemic related to the learning of practical components, assessment, connectivity, a lack of interaction with peers and a lack of the skills required to operate e-learning tools.Contribution: The findings have implications for international, regional and local contexts in helping to develop support systems and preparing students to use e-learning when it is introduced abruptly.

Developing as health professionals through community volunteering: exploring the value of a partnership between medical students and primary schools online compared to in-person

INTRODUCTION

Imperial College Teddy Bear Hospital (ICSM-TBH) is a student-led volunteering group, which uses interactive, play-based teaching to educate school pupils aged 5-7 years about healthy lifestyles and healthcare. During the COVID-19 pandemic, volunteering sessions shifted online. The aim of this study was to compare the value of online and in-person ICSM-TBH volunteering for volunteers and school pupils.

METHODS

Undergraduate university students at Imperial College London (medicine can be taken as a first degree in the UK) who volunteered with ICSM-TBH between 2019 and 22 were invited to complete an anonymous online questionnaire evaluating their experiences of volunteering online and in-person through Likert-scale questions. Those who completed the questionnaire were also invited to an interview. Teachers who hosted online ICSM-TBH sessions were also invited to an in-person interview, exploring their view of their pupils' experiences with these sessions. Questionnaire results were analysed through descriptive statistics. Interviews were analysed through inductive thematic analysis.

RESULTS

Thirty-two university students completed the questionnaire. Of these, 9 experienced both in-person and online volunteering, all of whom preferred in-person volunteering. For those who only volunteered in-person, 92% reported that ICSM-TBH sessions were a positive experience, compared to 100% who volunteered online; 92% in person volunteers agreed or strongly agreed that ICSM-TBH volunteering in person improved their mood, compared to 89% online; and 100% agreed or strongly agreed that ICSM-TBH volunteering in person helped them feel part of a community, compared to 84% online. A total of 12 volunteers and 4 teachers were interviewed, from whom five themes emerged: interaction and engagement (interaction and engagement between pupils and volunteers was more readily achieved in-person); personal and professional development (both online and in-person sessions enabled volunteers to gain valuable skills); community and social (greater sense of community was established in-person); emotional wellbeing and enjoyment (both modalities were enjoyed by volunteers and pupils); and workload (online sessions were more convenient for volunteers but with risk of screen fatigue).

CONCLUSION

Overall, both in-person and online volunteering were of substantial benefit to volunteers and school pupils. However, most teachers and volunteers preferred in-person volunteering.

Perceptions and Expectations of Academic Staff in Bucharest towards the COVID-19 Pandemic Impact on Dental Education

Dental education was severely challenged by the COVID-19 pandemic worldwide. The evaluation of the viewpoint of the dental teachers of the Faculty of Dentistry at "Carol Davila" University of Medicine and Pharmacy in Bucharest, Romania, on these exceptional circumstances' consequences was the objective of this paper. A cross-sectional study was conducted in April 2022, on the academic staff who reported their perceptions of the emotional and educational impact of the pandemic by completing a Google Forms questionnaire. Although a significant emotional impact of the pandemic was reported by over a third of the participants (31.2%), most of them being teachers of fifth-year dental students (p = 0.019), the perceived stress had an impact on the teaching performance in few of them (14%), the quality of sleep remaining unaffected in most of them (53.7%), whereas the level of anxiety was low (57%). An educational impact regarding the techno difficulties during the online transition was mentioned by few respondents (16.1%), with male teaching staff facing the fewest problems (p = 0.024), as well as low levels of difficulties in transmitting academic information (11.9), with men also being the most unaffected (p = 0.006). More than half of the participants (59.1%) rather see digital and/or virtual education during the pandemic as having adverse effects on the educational system, the most sceptical being teachers of the fifth (p = 0.001) and sixth years (p = 0.001). The COVID-19 pandemic affected the academic staff of the Faculty of Dentistry at "Carol Davila" University of Medicine and Pharmacy in Bucharest, Romania, not only at a personal level but also at a professional, pedagogical one, due to the introduction of the online teaching system followed by the hybrid one. Age group, gender, and teaching year differentiated the degree of emotional and educational impairment.

Well-being variations on students of health sciences related to their learning opportunities, resources, and daily activities in an online and on-crisis context: a survey-based study

BACKGROUND

Universities' training process intensely relies on face-to-face education. The COVID-19 pandemic interrupted it and forced them to reinvent their process online. But this crisis seems not to be the last we will face, and we take it as a lesson to prepare for future crises. These critical contexts are especially challenging because they imply changing teaching strategies, and students may not have the technology access or the living conditions to connect as they need. They also lived through a pandemic where the virus and the life changes added stress to their learning process and threatened their well-being. So, this study aims to analyze how well-being variations reported by Health sciences students relate to their learning opportunities, access conditions, and daily activities.

METHOD

We surveyed 910 Health sciences students from six different Chilean universities at the end of the first semester of 2020, the first in pandemic conditions. Respondents answered online questionnaires about 1) Remote teaching activities, 2) Learning resources availability, 3) Daily life activities, and 4) Well-being changes. We performed descriptive analysis and Structural Equation Modelling.

RESULTS

Live videoconference classes were the most frequent teaching activity; only a third of the students had quiet spaces to study online, and most had to housekeep daily. More than two third reported some well-being deterioration. The structural equation model showed a good fit.

CONCLUSION

Results show an online learning scenario that tries to emulate traditional learning focusing on expositive strategies. Most students reported that their well-being deteriorated during the semester, but tutorials, workplace availability, and social support were protective factors.

Online vs. traditional learning: A comparative analysis of student's responses during COVID-19

BACKGROUND

The coronavirus 2019 (COVID-19) pandemic had a major impact on the educational institutes globally and resulted in the transition from traditional educational systems to online electronic learning methods.

OBJECTIVE

This study endeavored to address and compare the dental student's understanding regarding the Oral Biology course by assessing their knowledge and skills between the students enrolled during 2020 (online teaching) and 2021 (face-to-face teaching). This study also aimed to assess the perception of dental students regarding the virtual mode of teaching.

METHODS

This quasi-experimental study evaluated students from two years, in which a retrospective group of dental students enrolled during the academic year 2020 were compared with a prospective experimental group enrolled during the academic year 2021. Knowledge and skills for both years were compared. This comprised of theoretical and practical component. Students also completed a questionnaire that assessed student's perception regarding online teaching.

RESULTS

A total of 98 students of Bahria University Dental College participated. A comparison between grade scores of online and traditional learning groups reported statistically significant differences (p = 0.05*) with regards to short answer question types, viva or verbal questions (p = 0.016*). Strong correlations were observed via the multivariable analysis. All correlations were statistically significant at p < 0.01 level. Learning satisfaction was not satisfactorily observed by the online learning group.

CONCLUSION

It can be concluded that despite the disruption that the educational sector had to face due to the COVID-19 pandemic, based on the differences in the subjective domain scores, students appeared to like on-campus teaching more than the online teaching, as most students found online learning to be stressful and were quite unsatisfied. However, the difference in mode of teaching did not affect the knowledge and skills of the dental students.

Knowledge mapping of COVID-19 and dentistry: A bibliometric analysis

Background

COVID-19 has a significant impact on dental medicine. The present study aims to overview dental-related research on COVID-19 by visual mapping method.

Methods

We analyzed the publications in the "Dentistry Oral Surgery Medicine" category in the Web of Science core collection. On June 10, 2022, we conducted an advanced search using the items TS = ("Novel coronavirus 2019" or "COVID 19" or "Coronavirus disease 2019" or "2019-nCOV" or "SARS-CoV-2" or "coronavirus-2") and WC = ("Dentistry Oral Surgery medicine") to screen publications in the dental field that focus on COVID-19 or SARS-CoV-2. The contributions of authors, journals, institutions, and countries were described using Microsoft Excel 2010 and VOSviewer. The keywords co-occurring analysis and references analysis were visualized using VOSviewer and CiteSpace.

Results

A total of 1,732 papers were identified between 2020 and 2022. The United States, the United Kingdom, and Brazil were three major contributors to this field. Univ São Paulo (Brazil) ranked first with 55 publications in this field. Martelli Junior, Hercilio from Universidade Jose do Rosario Vellano (Brazil) was the most prolific author with 19 publications. Oral Diseases and British Dental Journal were the two most productive journals. The central topics were dental practice and infection control, oral manifestation related to COVID-19, dental education and online learning, teledentistry, and mental health problems.

Conclusion

The growth rate of publications regarding dental research on COVID-19 has risen sharply. Research topics shifted from "Dental practice and infection control, oral manifestation related to COVID-19" in 2020 to "Dental education and online learning, teledentistry, mental health problems," which are three important research topics for the future.

A simple approach of applying blended learning to problem-based learning is feasible, accepted and does not affect evaluation and exam results-a just pre-pandemic randomised controlled mixed-method study

We tested for feasibility, acceptance, and "non-inferiority" of small-group teaching applying blended learning (i.e., the integration of face-to-face and online instruction) to problem-based learning (bPbL) compared to conventional PbL (cPbL). In a just pre-pandemic, randomised controlled trial, 317 students attended either bPbL or cPbL groups. The first meeting of the bPbL groups took place online via written internet chat, while cPbL groups met on site. All groups met on site the second time. All students had the opportunity to attend lectures either on site or as videos on demand. We analysed student evaluation data, results in a final summative exam, attendance of lectures on site and use of lecture videos. Furthermore, we performed a qualitative analysis of student statements made in semi-structured group interviews about pros and cons of the bPbL approach. There was no difference between students of either bPbL or cPbL groups with respect to exam results (score: 14.3 ± 2.8 vs. 13.8 ± 2.7) or course evaluation. However, relatively more bPbL than cPbL students reported having used lecture videos, while the proportion of those attending lectures on-site was higher among cPbL students. Interviews revealed that some of the bPbL students' experiences were unexpected and feared disadvantages seemed to be less severe than expected. Participation in a blended PbL format did not worsen course evaluations or exam results, but seemed to influence lecture attendance. The combination of face-to-face and digital elements could be suitable as a hybrid approach to digital instruction in the post-pandemic era.

The effects of Covid-19 pandemic on the education system in Nigeria: The role of competency-based education

Covid-19 revealed the strengths and weaknesses in the global education atmosphere in both developed and developing countries. To that effect, this current study explored the impacts of the covid-19 pandemic on Nigeria's education system and in the process provided a distinctive solution to the challenges facing the sustainability of education in the country. However, the closure of schools for over six months at the onset of the covid -19 pandemic, and the inability of schools to engage learners in educational activities while at home also revealed the poor state of the education system in the country, which led to the discovery of the unavailability of distance online education, web-based learning system and ICT infrastructure in the Nigerian education environment. Covid-19 incidence impacted the stability of the academic calendar, caused teachers attrition, increased the rate of students dropout, and lack of interest in digital education. These outcomes resulted in the exploration of students' and teachers' perceptions, attitudes, literacy, competency, and willingness to engage in distance online education. A cross-sectional approach was applied through an online survey to obtain data from n = 82 learners across the three levels of institutions. And SPSS was used to analyze the demography data, while SMART PLS was used for structural equation modeling (SEM). The study outcome satisfied the objectives of the study that the lack of student-teacher digital competencies influences their perception and acceptability of web-based learning approach and use of smart learning and teaching devices.

A systematic review of videoconferencing in health professions education: the digital divide revisited in the COVID-19 era

OBJECTIVES

During the COVID-19 pandemic, educators shifted from traditional lectures to videoconferencing. This systematic review explored the use of videoconferencing as a teaching tool in response to the pandemic as well as issues related to digital equity and inclusion.

CONTENT

The review was conducted using the Joanna Briggs Institute for Systematic Reviews methodology and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 statement.

SUMMARY

A total of nine studies met eligibility criteria. The participants in the included studies were medical students from various parts of the world. Technical difficulties and lack of human interactions were identified as barriers to learning through videoconferencing.

OUTLOOK

To achieve full success, pedagogical videoconferencing must prioritize digital equity and a universal design for learning. Although useful for maintaining education during the pandemic, in the future, videoconferencing will present challenges related to the digital divide as well as opportunities as a teaching tool for nurse educators globally.

Pandemic Covid 19: The Challenges of Online Learning Among UITMs’ Students

Purpose: In 2020, the emergence of Corona Virus Disease (COVID-19) has led Malaysia to an unprecedented public health crisis.  Due to this, all universities in Malaysia are forced to shut down any physical activities by the Government. Hence, Universiti Teknologi MARA (UiTM) had conducted an Online Distance Learning (ODL) starting on 13th April 2020 due to the spread of the Covid-19 virus. As a result, the government had to implement the Movement Control Order (MCO) to control the spread of the disease among the community. In attending online classes, a lot of challenges are faced by the students. Therefore, this study reveals out a few challenges:  time management, family support and financial crisis during online learning. Methodology: The sample of the study is 100 of UiTM students throughout Malaysia and the researchers set a form of questionnaires, distributed via google form to the respondents using convenience sampling. Findings: SPSS is used in analyzing the data and the result shows that all independent variables (time management, family support, financial crisis) are challenges towards online learning. Implications: Thus, this study will benefit the Ministry of Education, universities and students in managing and controlling their challenges while attending online classes during Pandemic Covid 19.